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A Year That Forced Change: Examining How Schools and School Systems Adapted to the Challenges of the COVID-19 Pandemic and Calls for Racial Justice in 2020. Policy Brief

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Title: A Year That Forced Change: Examining How Schools and School Systems Adapted to the Challenges of the COVID-19 Pandemic and Calls for Racial Justice in 2020. Policy Brief
Language: English
Authors: Jabbar, Huriya, Enoch-Stevens, Taylor, Winchell Lenhoff, Sarah, Marsh, Julie, Daramola, Eupha Jeanne, Alonso, Jacob, Singer, Jeremy, Watson, Chanteliese, Mulfinger, Laura, Ogden, Kait, Bradley, Dwuana, Hemphill, Annie, Williams, Sheneka, National Center for Research on Education Access and Choice (REACH), University of Southern California (USC), Center on Education Policy, Equity and Governance (CEPEG)
Source: National Center for Research on Education Access and Choice. 2023.
Availability: National Center for Research on Education Access and Choice. 1555 Poydras Street Suite 700, New Orleans, LA 70112. Tel: 870-540-6576; e-mail: info@reachcentered.org; Web site: https://reachcentered.org/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305C180025
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Educational Change, COVID-19, Pandemics, Racism, Race, Social Justice, Differences, Institutional Characteristics, Public Schools, Charter Schools, Private Schools, Educational Vouchers, Rural Schools, Urban Schools, Parent Attitudes, Satisfaction, Responses, Comparative Analysis, Elementary Secondary Education
Geographic Terms: Colorado (Denver), Michigan (Detroit), Louisiana (New Orleans), Oregon (Portland), District of Columbia, Oregon, Michigan
Abstract: In the spring of 2020, the COVID-19 virus shuttered schools across the country and world and calls for racial justice expanded into nearly every sphere of social and political life as the nation reeled at another life violently taken at the hands of a police officer. School system leaders faced difficult decisions about delivering instruction while maintaining the safety and well-being of students, families, faculty, and staff. Moreover, the spotlight on racial injustice also drew attention to the need for educational reform to better serve historically marginalized students with academic, social, emotional, and other special needs. This research explores how educational institutions and their systems responded to two sudden disruptions, the COVID-19 pandemic and increased awareness of racial inequity. This research compared responses from traditional, charter, voucher-receiving private schools and rural and urban districts. The findings were based on 68 interviews with district, school, and community leaders and 46 interviews with parents, plus website, social media, and document analysis across four states and Washington, DC. [For the "School System Responses to Racial Injustice. Technical Report," see ED629491. For the "System Responses to Crisis: Organizational Perspectives. Technical Report," see ED629492.]
Abstractor: ERIC
IES Funded: Yes
Entry Date: 2023
Accession Number: ED629490
Database: ERIC
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  Data: In the spring of 2020, the COVID-19 virus shuttered schools across the country and world and calls for racial justice expanded into nearly every sphere of social and political life as the nation reeled at another life violently taken at the hands of a police officer. School system leaders faced difficult decisions about delivering instruction while maintaining the safety and well-being of students, families, faculty, and staff. Moreover, the spotlight on racial injustice also drew attention to the need for educational reform to better serve historically marginalized students with academic, social, emotional, and other special needs. This research explores how educational institutions and their systems responded to two sudden disruptions, the COVID-19 pandemic and increased awareness of racial inequity. This research compared responses from traditional, charter, voucher-receiving private schools and rural and urban districts. The findings were based on 68 interviews with district, school, and community leaders and 46 interviews with parents, plus website, social media, and document analysis across four states and Washington, DC. [For the "School System Responses to Racial Injustice. Technical Report," see ED629491. For the "System Responses to Crisis: Organizational Perspectives. Technical Report," see ED629492.]
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